It is easy to identify in Central Europe a number of denominational dimensions of the supply and the demand of education in modern times. A religious community is, obviously enough, a cultural cluster providing for the organised reproduction of its membership by inculcating in their young generations its main belief tenets, values and ritual competences too. Religious cultures thus promote particular skills and distribute cultural goods, but also generate various forms of habitus more or less favorable to learning. They may give rise - due to purely religious needs - to sophisticated networks of organised schooling for the training of believers and clerics. A confessional congregation also has specific social set-up in terms of the insertion of its clienteles in the given power structure, professional stratification and class fabric which defines to a large extent both its educational needs, ambitions and expectations as well as the means the group can invest in education.
In the forthcoming study of the educational scenery in early 20th century Transylvania all these topical issues will be - mostly implicitely - touched upon.